Curriculum Approaches 63441r

PARTIDO STATE UNIVERSITY College of Education Goa Camarines Sur

MID-TERM WRITTEN REPORT IN MS7ED (CURRICULUM DEVELOPMENT)

Name: Quennie N. Quiobe Course/Yr. /Sec.: BSED 3A

Professor: Dr. Ma. Cedocia N. Oco Date: August 13, 2012

CURRICULUM APPROACHES Topic

I. INTRODUCTION Over the past millennia, our country’s educational system has undergone many innovations and modifications to fit the new generation’s trends and flairs. We have succumbed to the famous “out-with-the-old-in-with-the-new” mentality. But all of these efforts are not for the sole purpose of giving in to the caprices of today’s youngsters but instead, to boost our educational system into a new level, to repaint or classroom activities with something interacting and engaging, to realize a richer learning environment and most of all to develop an individual that can be competitive in various situations. But thinking about these changes in the curriculum, not much information is given on what exactly are the things that are put into consideration in deciding which has to be altered or revised. The educational authorities seldom inform the public about the details that lead to the decision of changing our curriculum, so it’s not surprising that many teachers and students fall into confusion, I’m sure everyone could still those UBD seminars that fell into oblivion when out of nowhere the sudden implementation of the K-12 curriculum was made. So as enlightenment let us try to dissect the significance of the different curriculum approaches that greatly affects the evolution of our curriculum.

II. CONTENT There are five curriculum approaches that are valued with great importance in the teaching of curriculum development; however, it doesn’t necessarily mean that clienteles of the curriculum are only entitled to use a single approach, in fact, many curriculum practitioners and implementers use one or more approaches in planning, implementing and evaluating the curriculum, the same fact goes to textbook writers or instructional material producers. These curriculum approaches are: (1) Behavioral approach, which is anchored on the behaviorist principles and is usually based on a blueprint wherein this includes goals and objectives that are specified, contents and activities are arranged matching the learning objectives, the learning outcomes are evaluated basing from the goals and objectives set in the beginning. The behavioral approach started on Frederick Taylor’s idea of aiming to achieve efficiency. In education, it begins with educational plans that start with setting goals or objectives, these factors are said to be the main ingredients in curriculum implementation as evaluating the outcomes as change in behavior, this changes in behavior become the measure of the accomplishments. (2) Managerial approach, deciphers the role of important curriculum personalities, the principal as the curriculum leader and instructional leader who is supposed to be the general manager—setting policies and priorities, establishes the direction of change, innovation, planning and organization of curriculum and instruction; the school s are focused on organization and implementation and on improving the curriculum; the curriculum managers ister the resources and restructure the schools; and the curriculum supervisors whose roles are in line with education goals development, planning the curriculum with teachers and students and other stakeholders, design programs of study, plan the classes or school calendar and others. (3) Systems approach, that is influenced by the system’s theory, wherein the approach that focuses on the study and examination of parts in the total school district and its relationship to one another. The organizational chart is a representation of a systems approach. (4) Humanistic approach, this is where the holistic development of an individual is of great importance, this is child centered and is greatly influenced by the philosophies of progressivism. It considers both formal and informal types of curriculum.

III. REACTION/COMMENT As pre-service teachers, it is important that we have an idea on the different aspects of the curriculum, the same goes with how it is important for us to learn why a curriculum is changed. But what really is our responsibility,

is to know the approaches that are used in order to formulate a new curriculum. So that when we are already in the field, we are not ignorant on the important facts on why we are using this kind of curriculum. Regarding the behavioral approach in curriculum, I would say that it is very easy to understand, it’s because the main point of it actually pertains to the specifics, like minimizing goals and objectives for the purpose of attainment and also having the instructional experiences arranged in a manner that coincides to the decided subject matter. This approach in curriculum is also one that centers on the learner’s development. Taking into consideration the planning of instruction, it is important that the activities we are planning to give to our students must be interrelated, this means that both instruction and presentation must answer to the demands of objectives; furthermore, every curriculum practitioner should keep in mind that setting the goals and objectives must be done at the beginning, it’s because these will serve as your guide in the actual implementation of curriculum and the basis of your evaluation. The best sign of a successful curriculum is one that caters the changes in behavior. On the managerial approach, the distinct role of the different curriculum personalities like the principal, school s, curriculum managers and curriculum supervisors are being emphasized. This approach mainly explains that it is important that each individual involved in the realization of the curriculum should know their functions and responsibilities; it is to avoid role conflicts and for the curriculum to be effectively utilized. The managerial approach explicates that that curriculum is being carried out by a dynamic and efficient workforce. The systems approach emphasizes that curriculum decisions are made by the different divisions that contribute to the curriculum implementation. Each division has its own concern as it is influenced by the system’s theory, and since it focuses on the study and examination of parts in the total school district and its relationship to one another. This leads to my impression that although they are subdivided they are also connected into one another, this means that one cannot function effectively if the other is missing. It is important that these divisions are unified by the school istration. Last but definitely not the least is the humanistic approach, as its root suggests, this focus on the development of the learner in all aspects—the totality of his being. I think this is the most visible in the K-12 curriculum, because as its objectives implies, it targets the overall development of the individual,

from

his

linguistic

competence

to

both

interpersonal

and

intrapersonal development, this is through the guide of both the formal and informal curriculum.

As a conclusion, understanding the essence of these curriculum approaches is vital to us future educators, since in the coming years we would be the curriculum implementers and evaluators.

IV. REFERENCE Curriculum Development by Purita Bilbao, et. al, Loremar Pub., 2008